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Background:  Within a Bachelor of Nursing program, high-fidelity simulation optimises student preparation for the clinical environment and promotes the consolidation of clinical skills. It is important to research and evaluate high-fidelity simulation experiences as satisfied students engage in more meaningful learning, which in turn facilitates active and purposeful participation in their simulation experiences. Objective:  The aim of this study was to describe undergraduate nursing students’ experience of high-fidelity simulation. Design:  An exploratory descriptive design. Setting:  Three simulation centres within a university located across metropolitan, regional and rural Victoria. Participants:  Undergraduate students ( n  = 567) from three campuses completing their final clinical nursing unit were invited to participate in the study. Methods:  Students participated in a high-fidelity simulation scenario and immediately after the experience completed a survey that included the Satisfaction with Simulation Experience Scale. Data were analysed using the Statistical Package for the Social Sciences for Windows version 27.0. Results:  A total of 288 students participated in this study. The majority of students strongly agreed or agreed that high fidelity simulation enhanced their learning (98.9%), developed their clinical reasoning skills (97.2%) and clinical decision-making ability (96.9%), and that simulation was a valuable learning experience (99.3%). Conclusion:  Students perceived high-fidelity simulation positively and considered high-fidelity simulation to be a useful teaching and learning strategy.

Final year undergraduate nursing students’ experience of high-fidelity simulation: results of a survey